Journal
COMPUTERS & EDUCATION
Volume 55, Issue 1, Pages 84-91Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2009.12.005
Keywords
Literacy; Electronic portfolios; Metacognition; Technology; Constructivism; Elementary education; Evaluation of CAL systems; Teaching/learning strategies
Funding
- Canadian Council on Learning
- Canadian Language and Literacy Research Network
- Social Sciences and Humanities Research Council (Canada)
- Fonds Quebecois de la Recherche sur la Societe et la Culture (Quebec)
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Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007-2008 school year initially involving 32 teachers and 388 students Due to varying levels of implementation our final data set included 14 teachers and 296 students Using a non-equivalent pre-test/post-test design, we found that grade 4-6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL e.. medium-high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed) and certain metacognitive skills measured via student self-report The results of this study indicate that teaching with ePEARL has positive impacts on students' literacy and self-regulated learning skills when the tool is used regularly and Integrated into classroom instruction (C) 2010 Elsevier Ltd All rights reserved.
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